The Curriculum at St Anne’s:
In addition to the Liverpool Archdiocese RE programme, ‘Come & See’ we are following the guidelines of the 2014 Curriculum.
Please click on the link to view the government website that details the statutory National Curriculum Primary and Secondary Programmes of Study and Attainment Targets. The National Curriculum is to be taught in all maintained primary and secondary schools in England.
The individual class tabs will link you to this term’s curriculum overview – a quick guide to the topics being covered in each class. .
As a Catholic School, we firmly believe in educating ‘the whole child’ and so alongside the statutory curriculum subjects we also work with every pupil to enable them to SCORE their goals in life & we offer a ‘Pupil Guarantee.’
This means that we look for ways to raise each child’s:
Self-esteem, Commitment, Organisation, Resilience and Excellence (SCORE = St Anne’s CORE Values).
The ‘Pupil Guarantee’ was written by every staff member to ensure that all our pupils, regardless of gender or background, are given additional opportunities to:
Experience the Arts – as an audience, participant and performer, both in school and beyond!
Develop both a ‘sense of belonging’ and a curiosity to learn about different languages, cultures and peoples.
Appreciate their good fortune and recognise that whilst others live in poverty and fear we should strive to help them.
Extend their learning beyond the school walls – on day trips and residential visits – to see the wider world!
Compete at individual and team level in a variety of sports and enterprises.
Each of these ‘guarantees’ will provide your child with a wealth of experiences within and beyond the day to day curriculum.
During the eight years that your child is with us, from Foundation Stage to Year 6 we aim to equip them with the skills needed for their future and an abundance of wonderful memories that will last a lifetime!
PLANNING FOR THE CURRICULUM In designing the curriculum, teachers and learners are using learning challenges, expressed as a question, as the starting point. Using the information gained from pre-learning tasks, gap analysis of children's knowledge and skills and the school’s context, a series of question based challenges are then planned. Importantly the learning challenges need to make sense to the learners and it is something that is within their immediate understanding.
Before starting a learning challenge, teachers need to know what the children already know; any misconceptions and which children already have a level of expertise!
Pre-Learning Tasks need to be designed by the teacher & differentiated for ability levels/EAL children.
Once we know WHAT the children know and what they WANT to know we can look at the new curriculum to identify key objectives – but also extend learning and correct misconceptions! Each Year Group has a set of key objectives for each curriculum area – to match coverage/progress.
Then we start with a ‘wow’! – eg: children experiencing an archaeological dig & discovering artefacts! Finding a body! Hearing a story-teller!
This can take many forms and does not have to cost a lot of money!
‘Philosophy 4 Children’ strategies can be utilised at this point to generate further questions/curiosity/ new thinking!
A working wall will support the whole process and make display boards more relevant – not just an end product.
Class timetables include StA time – this allows for a creative, X-curricular approach and the ‘blocking’ of time for specific projects – eg the DT element of the topic could be completed during StA time over one week – rather than an hour per week over a half-term. Staff must ensure that sufficient time is given to each subject area.
Mind Friendly Learning techniques & Paul Ginnis, Dave Keeling, Will Ord and Alan Peet (experts we have worked with) teaching & learning strategies are employed to make learning memorable.
REFLECTIONS – Working Walls/Floor Books should ensure that children are given time to respond to the questions (or even delve deeper or go off in a different direction). In addition, by the end of the learning challenge, children will have produced something to share/reflect upon – either independently, as a group or even as a class. This may be a powerpoint – or green screen presentation, a poem, dance, rap or song, a piece of writing (drafted and edited before presenting) – shared with the class, another class or parents, published in the class library, on the website or prepared for a parent /governor consultation evening!
It is our aim for the children to be able to confidently talk about their learning and reflect upon their own journey – re-visiting the pre-learning task and adding their new learning to demonstrate progress! Ideally, being able to identify next steps applicable to the next learning challenge!
In order to evidence on-going monitoring of pupil standards, whenever pupils are interviewed or have their books scrutinised by a member of the SLT, that person will write in the child’s book and sign and date their comments.